Early Child Education: The Montessori Method
There are schools that are both in public and private settings, as well as schools that place an emphasis on religions or even specific teaching methods or philosophy.
One of the many approaches to a child’s education is called the “Montessori Method”. This method was created by Dr. Maria Montessori over one hundred years ago. Her approach to education, allows students to develop and maintain a love for learning without the use of a traditional classroom curriculum. In the current project, I have explored the empirical evidence that is used to support The Montessori Method. In a study conducted by Barbra Erwin, Pamela D. Walsh, and Marilyn E. Mecca, the overall purpose was to evaluate student’s self-motivation towards learning in a Montessori and a Non-Montessori classroom. To conduct this study, researchers choose 256 students ranging in kindergarten to second grade from a mix of Montessori and non-Montessori classroom settings. These classrooms, we located in both rural and urban public (and one private) school districts in South Carolina. In this study, there were 127 Montessori students and 129 Non-Montessori students. Researchers used both methods of qualitative and …show more content…
The study was compiled of 50 children. 25 served as a control group, while 25 were selected to be the experimental group. All the children were between the ages of 5 and 6. The study was designed with the use of assessments that would ultimately measure the overall retention effect in each group, based on the Montessori education they received. The first test was called the “metropolitan readiness test”. This test measures overall school readiness. The next test is called the preschool and kindergarten behavior scale. This was used to determine children’s social skills. Lastly is the “FTF-K” (Frankfurter Test for Five Year Olds) test. This test, measures attention gathering skills. In order for the researchers to arrive at their result, they performed three rounds of tests. The metropolitan readiness test and the FTF-K test round were both given at the beginning of the school year, and then again in late spring for the control group. However, those in the experimental group were not re-administered the post test until six weeks after the control group was given the test. Classroom teachers filled out the preschool and kindergarten behavior scale. The results of this survey indicated that there was a statistical significance that showed a difference in social skills,